Home • Information For Parents • People • Research • Contact

Our Research

Our research projects investigate various aspects of cognitive, language, and social development in children. Current studies in the lab are exploring:

• the extent to which social information infuences the development of preferences in infancy
• toddler's ability to reason about similarities between their own and others' preferences
• children's expectations that other people share their knowledge of words and object functions
  

---

Selected Publications

Diesendruck, G., & Markson, L. (2011). Children’s assumption of the conventionality of culture. Child Development Perspectives, 5, 189-195.

Martinez-Sussman, C., Akhtar, N., Diesendruck, G., & Markson, L. (2011). Orienting to third-party conversations. Journal of Child Language, 38, 273-296.

Wohlgelernter, S., Diesendruck, G., & Markson, L. (2011). What is a conventional object function?: The effects of intentionality and consistency. Journal of Cognition and Development, 11, 269-292.

Diesendruck, G., Carmel, N., & Markson, L. (2010). Children’s sensitivity to the conventionality of sources. Child Development, 81, 652-668. [pdf]

Fawcett, C.A., & Markson, L. (2010). Children reason about shared preferences. Developmental Psychology, 46, 299-309. [pdf]

Fawcett, C.A., & Markson, L. (2010). Similarity predicts liking in three-year-old children. Journal of Experimental Child Psychology, 1005, 345-358. [pdf]

Shutts, K., Markson, L., & Spelke, E.S. (2009). The developmental origins of animal and artifact concepts. In B. Hood and L. Santos (Eds.), Origins of object knowledge. Oxford University Press.

Markson, L., Diesendruck, G., & Bloom, P. (2008). The shape of thought.  Developmental Science, 11, 204-208. [pdf]

Markson, L. (2006). Core mechanisms of word learning.  In Y. Munakata and M. Johnson  (Eds.), Attention and Performance XXI: Processes of change in brain and cognitive development.  Oxford University Press.

Markson, L., & Spelke, E.S. (2006). Infants’ rapid learning about self-propelled objects.  Infancy, 9, 45-71. [pdf]

Markson, L., & Diesendruck, G. (2005). Causal curiosity and the conventionality of culture. Behavioral and Brain Sciences, 28. [pdf]

Diesendruck, G., Markson, L., Akhtar, N., & Reudor, A. (2004). Two-year-olds’ sensitivity to speakers’ intent: An alternative account of Samuelson and Smith. Developmental Science, 7, 33-41. [pdf]

Diesendruck, G., Markson, L., & Bloom, P. (2003). Children’s reliance on creator’s intent in extending names for artifacts. Psychological Science, 14, 164-168. [pdf]

Bloom, P., & Markson, L. (2001).  Are there principles that apply only to the acquisition of words? A reply to Waxman & Booth. Cognition, 78, 89-90. [pdf]

Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37, 630-641. [pdf]

Markson, L., & Bloom, P. (2001). Word learning in children. In M. Tomasello and E. Bates (Eds.), Language development: The essential readings. Blackwell Publishers.

Bloom, P., & Markson, L. (1998).  Intention and analogy in children's naming of pictorial representations.  Psychological Science, 9, 200-205. [pdf]

Bloom, P., & Markson, L. (1998).  Capacities underlying word learning. Trends in Cognitive Sciences, 2, 67-73. [pdf]

Thompson, L., & Markson, L. (1998). Developmental changes in the discriminability of object relations. Journal of Experimental Child Psychology, 70, 1-25.

Thompson, L.A., Driscoll, D., & Markson, L. (1998).  Memory for visual-spoken language in children and adults. Journal of Nonverbal Behavior, 22, 167-188.

Markson, L., & Bloom, P. (1997).  Evidence against a dedicated system for word learning in children. Nature, 285, 813-815. [pdf]

 

<< back to top